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A review of the evidence on the use of ICT in the EarlyYears Foundation StageA review of the evidence on the use of ICT in the EarlyYears Foundation StageProfessor Carol AubreySarah DahlEarly Childhood Research UnitInstitute of EducationUniversity of WarwickCoventryCV4 7ALMarch 2008 Becta 2008http://www.becta.org.ukResearch reportpage 1 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageAcknowledgementsMany thanks to the Early Years practitioners, parents and children who were part ofthis research allowed us to visit and talk to them. Thank you also to the people andorganisations we consulted as we conducted this work.Particular thanks are due to Christine Bradford, librarian, University of Warwick, whogave a considerable amount of time and carried out initial searches for literature.Also, thanks to Sue Crosson, who supported the practitioner conference, participatedin initial project meetings and provided information about relevant websites. YvetteKingston of CENTRe, Institute of Education, University of Warwick was also veryhelpful in providing useful information regarding this area.This research was funded by: Becta, Milburn Hill Road, Science Park, Coventry, CV47JJ.March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 2 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageSummaryIntroductionThis report aims to gather evidence on the technology potential to support thedevelopment of educational policy and practice. Becta commissioned the Universityof Warwick to conduct a review of information and communication technologies (ICT)in the Early Years Foundation Stage (EYFS). This work was part of a package onprimary and secondary research that Becta commissioned to investigate the use oftechnology in the EYFS.Key FindingsThe review addressed six key questions:i.What technologies, hardware and software are availablespecifically for the Early Years Market?In terms of everyday technology, there is a vast array of electronic and digitalequipment that permeates young children’s lives and shapes their understanding ofthe world. This includes barcode scanners, calculators, camcorders, cameras, cashmachines, computers, console games, dishwashers, laptops and tablet PCs, ICTbased ‘smart’ toys, microwave ovens, mixers, mobile phones, networked desktopPCs, photocopies, scanners, televisions and washing machines.In terms of what new technologies are available specifically for the Early Yearsmarket, there are as well as ‘toy’ versions of the above: Bee-Bot programmable floorrobots, Roamers or Pixie Robots, digital audio players (DAPs), CD or cassetteplayers, digital cameras, Digital Blue Computer Microscopes, mini DV camcordersand Digital Blue Movie Creators, DVD or video players, iPods, interactivewhiteboards, laptops, mobile phones, photocopiers, scanners and televisions.There are a number of good sources for reviews of technologies, hardware, softwareand websites, such as: March 2008 Becta a.org.ukResearch reportpage 3 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageThere are also online catalogues at: ii.http://www.tts-group.co.ukWhat is the current landscape of the use of ICT more generally inthe Early Years, both at home and in educational settings?There is evidence to suggest that most young children aged from birth to five yearsare growing up in media-rich digital environments in which they engage actively froma very early age. Family members are positive about this and actively promote theuse of new technologies through on-going social-cultural practices of the home. Theywelcome ICT education outside the home and believe that it should be included inthe curriculum from the earliest days. Young children are confident with newtechnologies and are very willing to explore new gadgets that they have notencountered before.Early Years practitioners are also generally positive about the role of electronicmedia and ICT. There do appear, however, to be a gap between children’s access toand use of new technologies at home and in the Early Years setting, and betweenmaintained and non-maintained settings. Smaller and non-maintained settings inparticular need assistance in gaining access to and use of hard and software. It isdifficult to see how this situation can be alleviated without a system or facility forlending hard- and software to settings without permanent facilities, and tochildminders, whose work of its very nature is very small-scale.iii.What is the skill-set and expertise of Early Years practitioners andhow does this vary across different sectors?There is evidence that most Early Years practitioners have their own mobile phonesand computers. They word process and use the email and the Internet. Most can usedigital audio players (DAPs), CD-ROM and DVD players, and programmable toys.They are, however, less confident in using software for spreadsheets and editing anddownloading digit images, still and moving. Not all are confident with interactivewhiteboards.Practitioners recognise the need to develop of technological-awareness educationthrough using ICT and report use of specific software, for instance for number orletter recognition. Not all practitioners are fully confident in using ICT. Nor are theyalways able to use ICT to contribute to children’s learning or see how this can beintegrated into the EYFS curriculum across personal, social and emotionaldevelopment, communication, language and literacy, or problem-solving, reasoningand numeracy, knowledge and understanding of the world, physical and creativedevelopment.March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 4 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StagePractitioners would like and need more professional development in ICT to promotelearning across the EYFS. They need training in: iv.the use of specific hardware and software;development of greater awareness of specific types of adult interactionthat actively mediate, expand and encourage children;provision of routine guidance and technical assistance.How can technology contribute towards a child’s learning anddevelopment, with specific reference to the EYFS themes andprinciples?Technology can contribute to three main areas of learning: v.developing dispositions to learning that thread through personal, socialand emotional development and across the EYFS in general;extending knowledge and understanding of the world in the broadestsense of communication, language and literacy, problem solving,reasoning and numeracy, creative development and recreational/ playfulbehaviour; andacquiring operational skills.What are the health-and-safety issues and other risks associatedwith technology used by young children?Across this review, reference is made to the use of ICT by young children from agedbirth to five years and its potential impacts, positive and negative on their cognitive,social, emotional educational, visual and physical development. Despite concernsthat there are no large-scale studies relating the use of ICT to specific healthindicators in young children. Parents and practitioners are generally positive aboutthe role of technologies though practitioners do harbour some concerns about theperceived amount of time spent on these activities. There is some evidence thatexcessive computer use might exacerbate trends in inactivity-related healthproblems if it is associated with a reduction in vigorous activity. Parents, however,believe that children in general lead well-balanced lives in which technology plays arole but does not normally displace other activities. Use of electronic media and newtechnologies is regarded as a social activity, often taking place in a shared livingarea, thus protection issues from exposure to unsuitable content through the Internetis not regarded as a particular concern.March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 5 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation Stagevi.What advice do parents and carers need on technology and whatsources of advice are currently available?Parents may benefit from user-friendly advice on ways in which children and adultscan make use of new technologies in the home together. There is evidence tosupport the view that parents in general are already taking a supportive role ininducting young children into the use of media and new technologies in the home.They are confident about the role of technology in young children’s social, emotional,linguistic and cognitive development and would like to see this extended in EYsettings. This is not to say that all children will access and use appropriate ICTequipment in the home or have models of good practice. Socio-economic andcultural factors do influence children’s access to and use of technologies. Here EYsettings have a particularly important role to play.RecommendationsRecommended for development is a clear set of EYFS/ICT strategies and outcomes,a vision and EYFS framework that creates ICT services to support children grow upas competent and confident ICT communicators. Without a specific EYFS ICTcurriculum statement, an EYFS strategic plan to increase participation in EYFSservices, to improve services and increase collaborative relationships and anetworked, flexible system, offering accessible, relevant and high-quality learningopportunities, it is difficult to see how substantive progress can be made.Investment in EYFS/ICT will need to increase significantly over the next ten years.The sector would benefit from advice on what to invest in and how to extend use ofnew technologies to support learning.Parents would welcome building stronger and more collaborative relationships withEYFS settings, through information sharing and exchange of good practice abouteffective use of technologies in the home to promote and enhance learning anddevelopment.March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 6 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageContentsAcknowledgements. 2Summary . 3Recommendations . 6Contents. 7List of tables . 91 Background, objectives and methodology . 101.1 Introduction . 101.2 Context . 101.3 Scope . 121.4 Aims and objectives . 121.5 Methodological approach . 132 Technologies, hardware and software, available specifically for the EarlyYears market . 152.1 Introduction . 152.2 Technologies . 152.3 Hardware . 152.4 Software/websites . 162.5 Future directions. 173 Current landscape of the use of ICT more generally in the Early Years, bothat home and in educational settings . 193.1 Introduction . 193.2 Use of ICT in the home and in early schooling as reflected in internationalstudies . 203.3 Use of ICT in home and in early schooling in UK . 243.3.1 In the home . 243.3.2 In the EY setting . 263.4 Computer-assisted technology with young disabled children . 273.5 Technology as a catalyst for social interaction . 283.6 Gender stereotypes in educational software for young children . 294 What is the Skill-Set and Expertise of EY Practitioners and how does thisvary across different sectors (Child Minders, Preschool, Day Nurseries,Schools)? . 314.1 Introduction . 314.2 Availability of technology, overall usage and confidence . 314.3 How practitioners can promote children’s learning with ICT . 345 Technologies contribution to learning and development with specificreference to EYFS . 37March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 7 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation Stage5.1 Introduction . 375.2 Types of learning promoted with ICT. 385.3 Developing dispositions . 395.4 Extending knowledge and understanding of the world . 405.5 Acquiring operational skills . 416 Health and safety issues and other risks associated with technology use . 426.1 Introduction . 426.2 The association between ICT exposure and physical activity, musculoskeletaland visual symptoms and socio-economic status in Australian five-year-olds . 436.3 Protection issues . 456.4 A balanced view . 457 Advice needed by parents and carers on technology and sources of advice467.1 Introduction . 467.2 ICT in the home . 467.3 ICT in the pre-school . 478 Recommendations for policy, practice and parents and carers . 488.1 Introduction . 488.2 Recommendations . 499 Gap analysis to inform future research. 5110 References . 5211 Appendices . 6011.1 Appendix 1: Summary of views and skills of practitioners, parents andchildren on ICT in the EYFS . 6011.2 Appendix 2: Practitioner audit of ICT skills . 6111.3 Appendix 3: Interviews with practitioners . 7211.4 Appendix 4: Interviews with parents . 8811.5 Appendix 5: Interviews with children . 9511.6 Appendix 6: Practitioner ICT skill audit . 10111.7 Appendix 7: Questions for practitioners . 10511.8 Appendix 8: Questions for parents . 10611.9 Appendix 9: Questions for children. 107March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 8 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageList of tablesTable 1: Practitioners’ age . 62Table 2: Computer facilities practitioners had in their home . 62Table 3: Practitioners’ qualifications related to information technology (IT). 63Table 4: General computer use . 63Table 5: The use of a Graphical User Interface (GUI) . 64Table 6: Handling computer files . 64Table 7: sharing information between computer programmes . 64Table 8: Connecting a computer system . 65Table 9: Finding information on a CD-ROM or DVD-ROM . 65Table 10: Searching the internet . 65Table 11: Using a spreadsheet . 66Table 12: Word processing . 66Table 13: Using a graphics package . 66Table 14: Using e-mail . 67Table 15: Using and interactive whiteboard . 67Table 16: Using programmable toys. 67Table 17: Using a digital camera . 68Table 18: Editing and downloading digital photographs . 68Table 19: Using a video camera . 68Table 20: Editing and downloading video footage . 69Table 21: Using a digital audio player (DAP) . 69Table 22: Using a mobile phone . 69Table 23: Using a CD or cassette player . 70Table 24: Using a DVD or video player . 70Table 25: Technologies available specifically for the Early Years market . 73Table 26: More general use of ICT in the EY . 75Table 27: Technologies used in the home . 89March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 9 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation Stage1 Background, objectives and methodology1.1 IntroductionAs part of its aim to gather evidence on the potential of technology to support thedevelopment of educational policy and practice, Becta commissioned the Universityof Warwick to conduct a review of information and communication technologies (ICT)in the Early Years Foundation Stage. This work is part of a package on primary andsecondary research that Becta is commissioning to investigate the use of technologyin the Early Years Foundation Stage settings.1.2 ContextThe Early Years Foundation Stage (EYFS) (DfES, 2007) is a central part of the tenyear childcare strategy Choice for parents, the best start for children and theChildcare Act 2006. The Act provides the context for the delivery of the EYFS andtaken together with the other elements of the strategy, the EYFS will be central to thedelivery of the new duties on improving outcomes and reducing inequalities. TheEYFS builds on and brings together the principles, pedagogy and approach of theCurriculum Guidance for the Foundation Stage (QCA, 2000), the Birth to ThreeMatters framework (DfES, 2002) and the National Standards for Under Eights DayCare and Childminding (DfES, 2003). From September, 2008 it will be mandatory forall schools and early years providers in Ofsted-registered settings attended by youngchildren from birth to the end of the academic year in which children have their fifthbirthday.The four themes of the EYFS are: a Unique Child; Positive Relationships; EnablingEnvironments; and Learning and Development. These four Themes expressimportant Principles underpinning effective practice in the care, development andlearning of young children, as follows. March 2008 Becta 2008A Unique Child – every child is a competent learner from birth who can beresilient, capable, confident and self-assured.Positive Relationships – children learn to be strong and independent froma base of loving and secure relationships with parents and/or a keyperson.Enabling Environments – the environment plays a key role in supportingand extending children’s development and learning.Learning and Development – children develop and learn in different waysand at different rates and all areas of Learning and Development areequally important and inter-connected.http://www.becta.org.ukResearch reportpage 10 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageThese four guiding principles work together to underpin effective practice in thedelivery of the EYFS, describing how practitioners should support the development,learning and care of young children. Key elements to the successful delivery of theEYFS are: meeting diverse needs of all children;working with parents to support their young children;ensuring flexible provision working in more than one settings, whereappropriate with effective continuity and progression through relevantinformation-sharing;underpinning the delivery of all of the EYFS with play;creating and maintaining quality improvement in order to offer the bestexperience for young children; andensuring transition, continuity and coherence at the end of the EYFSthrough the summative assessment recorded in the EYFS Profile,discussed with children, parents and Year 1 teachers.The EYFS learning and development requirements comprise three elements: the early learning goals;the educational programmes, taught to young children; andthe assessment arrangements, for assessing young children to ascertaintheir achievements.The early learning goals – the knowledge, skills and understanding which youngchildren should have acquired by the end of the academic year in which they reachthe age of five – cover six areas: Personal, Social and Emotional Development;Communication, Language and Literacy;Problem Solving, Reasoning and Numeracy;Knowledge and Understanding of the World;Physical Development;Creative Development.Whilst none of these areas can be delivered in isolation from the others, they areequally important and depend upon one another to support a rounded approach tochild development. So, for example, whilst an early learning goal for Knowledge andUnderstanding of the World states: ‘find out about and identify the uses of everydaytechnology and use information and communication technology and programmabletoys to support their learning’, the educational programme for Creative Developmentincludes ‘opportunities to explore and share their thoughts, ideas and feelings’through a variety of activities, including design and technology’. Moreover, suchMarch 2008 Becta 2008http://www.becta.org.ukResearch reportpage 11 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation Stageactivities may help children ‘to develop a positive disposition to learn’ that forms partof the educational programme for Personal, Social and Emotional Development. Atthe same time, all areas must be delivered through planned, purposeful play, with abalance of adult-led and child-initiated activities.1.3 ScopeThe review covers all forms of ICT used by children aged birth to five years and theirparents, both at home and in Ofsted-accredited Early Years settings, includingschools, nurseries, and Sure Start children’s centres. The technology of interestincludes both hardware and software designed for use by older children and adults(eg desktop and laptop computers) and those that have been designed specificallyfor this age range (eg educational toys).1.4 Aims and objectivesThe aim of the review is to provide evidence-informed advice on the benefits,opportunities and risks associated with the use of technology by children, parentsand practitioners in the EYFS. The review aims to offer specific recommendations forpolicy, practice, and parents and carers. It also aims to provide a gap analysis toinform future research.In particular the review addresses the following key questions:123456March 2008 Becta 2008What technologies, hardware and software, are available specificallyfor the EY market?What is the landscape of the use of ICT more generally in the EY,both at home and in educational settings?What is the skill set and expertise of EY practitioners and how doesthis vary across different sectors (childminders, pre-school, daynurseries, schools)?How can technology contribute towards a child’s learning anddevelopment, with specific reference to the EYFS themes andprinciples?What are the health and safety issues and risks associated withtechnology-use by young children?What advice do parents and carers of young children need ontechnology and what sources of advice currently exist?http://www.becta.org.ukResearch reportpage 12 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation Stage1.5 Methodological approachThe review was carried out between 7 January and 31 March 2008. It was designedto draw upon: research literature;expert opinion and market intelligence.The research questions provided a framework for the subsequent stages. Theydetermined the kinds of studies to be reviewed and thus helped to make explicit keycharacteristics that the review was able to answer. The characteristics were then setout in a number of statements that were called inclusion and exclusion criteria. Thefollowing criteria were used:Included were: Papers reporting studies in or after 1997;Papers written in English (reported studies were conducted predominantlyin US, Scotland, England and Australia but also included were France,Greece, Israel, Spain and the Netherlands;Papers reporting an empirical study;Papers focusing on children aged from birth to five years, though papersreferring to children aged from birth to eight were also consulted.Excluded were: Papers referring exclusively to adults, young people, secondary andprimary pupils;Papers where reference to methods was omitted or insubstantial;Short reviews and summaries of existing research;Literature not subjected to peer-review;Papers providing only commentary or opinion.Multiple databases were consulted, including Applied Social Sciences Index andAbstracts (ASSIA), Educational Resources Information Center (ERIC), CSA SocialServices Abstracts, CSA Sociological Abstracts and Web of Science. Search termsused were as follows:‘ICT’ or ‘computers’ and ‘young children’ or ‘infants’ or ‘nursery’ or ‘kindergarten’ or‘early years’ (generating 292 papers before exclusion criteria were applied).March 2008 Becta 2008http://www.becta.org.ukResearch reportpage 13 of 107
Becta A review of the evidence on the use of ICT in the Early Years Foundation StageA number of other people, organisations and websites were also consulted including: Professor Jean Underwood at Nottingham-Trent University who carried outthe ICT Test
In terms of everyday technology, there is a vast array of electronic and digital equipment that permeates young children's lives and shapes their understanding of the world. This includes barcode scanners, calculators, camcorders, cameras, cash machines, computers, console games, dishwashers, laptops and tablet PCs, ICT-
